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- 저자 : ( Bal Chandra Luitel ) (검색결과 3 건)
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Transforming Myself from a Content Transmitter to an Engaging Story Teller : A Journey of a Teacher
( Phuyal Pundary ),( Luitel Bal Chandra ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.-
Arising from an ongoing MPhil research, This paper aims to demonstrate how I (Pundary Phuyal) challenge my own longstanding belief of teaching mathematics as an act of mere transmission of content, thereby re-conceptualizing my teacherly self towards an approach that can identify qualitative changes in students’ mathematical thinking and reasoning. Using a teaching experiment methodology under a multi-paradigmatic design space of interpretivism, criticalism and postmodernism, the paper shows how teaching mathematics through stories can offer an engaging and illuminating way of communicating mathematical knowledge to Nepalese students in their local cultural contexts. Finally, the paper presents potential contributions of this research in reconceptualising the field of mathematics education as an enterprise for meaningful, life-affirming and meaning- centred learning.
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( Parbati Dhungana ),( Roshani Rajbanshi ),( Niroj Dahal ),( Bal Chandra Luitel ) 경북대학교 중등교육연구소 2022 Asia Pacific Journal of Educational Research Vol.5 No.1
Teacher-centered pedagogical practices seem insufficient for promoting students’ active learning in semester-based teaching. Therefore, we argue that integrating participatory pedagogy as a strategy to the teacher-centered pedagogical practices contributes to the existing semester-based teaching, learning, and assessing practices. Inspired by living educational theory, we engaged with nine students of Science, Technology, Engineering, Arts, Mathematics (STEAM) in the Participatory Action Research (PAR) course/class living our shared value, respect, in the process of facilitating for six months (February-July 2020). Considering each class, a cycle (i.e., of planning, action, observation, and reflection design) and adapting dialogue as a research method, we generated and analyzed information in a participatory way. We discussed how participatory pedagogy created a respectful learning environment and influenced our students, us, and the PAR curriculum. Journal entries, students’ blog writings, students’ assignments, arts and designs, and curriculum hold the evidence of curriculum improvement through pedagogical inventiveness, empowerment, enhancement of criticality, and reconceptualization of the curriculum. Finally, we shared how the participatory pedagogy becomes a context-responsive pedagogy that exhibits hope for a better world in the diverse educational contexts, including (post) COVID-19.
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Our Convictions about the Nature of Human Abilities : Transforming Gifts into Creativity
( Joshi Satya Raj ),( Pant Binod Prasad ),( Luitel Bal Chandra ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.-
Howard Gardner`s theory of multiple intelligence [Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. New York: Basic Books ] and Vygotsky`s Dynamic Theory of Giftedness (in [Wertsch, J. V. (1998). Mind as Action. Oxford: Oxford University Press]), two leading psychological thinkers of the modern age, have produced penetrating insights regarding the role of multiple intelligences, creativity, giftedness, human nature, and the therapeutic approach to how we can develop the self-awareness of learners thereby providing the mathematical knowledge of all human beings, looking to mathematics as a category of knowledge being a product of human intelligence and creativity. Although Gardner and Vygotsky together experienced suffering within their own creativity and intelligences and similarly witnessed dramatic socio-economic changes within the Western cultural worldview [Luitel, B. C. (2009). Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry. Unpublished Thesis. Perth, Australia: Curtin University] they eventually came to espouse radically different psychological theories. Cultivating by those two scholars theories about human endowment, in this article, we tried to address the complex questions of understanding and defining giftedness; focus specifically on the insights about the nature of creativity that we might gain from our lifeworks.
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